Question: How are states using edTPA for program approval and/or licensure?
After transitioning to operational status in the fall of 2013, the results of edTPA now are available for state licensure or certification, for program completion decisions by institutions or as part of institutional accreditation. As of early 2015, 12 states have either adopted statewide policies requiring a performance assessment for aspiring teachers or are actively considering such a step.
The 12 states either with policies in place or considering such policies are California, Delaware, Georgia, Hawaii, Illinois, Iowa, Minnesota, New York, Oregon, Tennessee, Washington, and Wisconsin. Ultimately, however, the long-term expectation is that institutions of higher education, state education boards and professional standards boards throughout the United States will adopt edTPA as a mandatory requirement for the award of an education degree and/or for teacher licensure. Today, edTPA is being used by more than 600 educator preparation programs in some 40 states and the District of Columbia.
Question: What value does edTPA add to the current set of assessments that teacher candidates need to pass for an initial license?
edTPA is the first and only nationally available, educator-designed, subject-specific performance assessment for beginning teachers. It also is the first to be validated, and built on a deep analysis and understanding of what constitutes effective teaching and learning.
edTPA provides a common metric for program accreditation (state or national) and a common language for talking about teaching across educator preparation programs within and across states. The hallmark of a profession is that there are a common standards that are defined, communicated and enforced through a certification process. edTPA is the first performance-based assessment to be offered nationally to fulfill that goal for beginning teachers.
No assessment has ever been constructed with a broader involvement of professional educators. More than 1,000 educators from 29 states and the District of Columbia and more than 450 institutions of higher education participated in the development work. edTPA was field tested with more than 12,000 candidates. A national design team of teacher educators has informed the work since 2009 and individual subject-specific design teams were convened to develop the handbooks for each of the 27 teaching fields. Design team members included subject-matter organization representatives from higher education and P-12.
Second, similar to the National Board portfolio for accomplished teaching, edTPA is an integrated portfolio and is subject-specific, available in 27 teaching fields, and grade-level appropriate through elementary, middle and secondary schools.
And third, it is fully supported by an engaged professional learning community with specific resources, in full support of candidates and faculty. edTPA provides states and preparation programs with a rich array of resources that support its educative implementation, including webinars and rubric-related support materials to guide candidate preparation and local review, extensive feedback to candidates and programs, and scoring opportunities for school- and university-based faculty.
Question: How do edTPA policies for implementation, support, consequences and timelines vary by state?
States are determining their own pathways for implementing edTPA. The following table provides detailed descriptions of how edTPA is being implemented and supported in 15 states, as well as the timelines for phasing in edTPA and the consequences each state is attaching to the assessment.